Literature Review Research Matrix

Literature Review Research MatrixPlease note that the first row of data is meant as an example. Please read the example article (Garriott, Hudyma, Keene, & Santiago, 2015) as a guide for how to dissect each article assigned.

Reference Main Themes/Constructs Research Questions Theoretical Framework or Model Population & Sample description & “N=” Methodology and Design Summary of Findings

Garriott, P. O., Hudyma, A., Keene, C., & Santiago, D. (2015). Social cognitive predictors of first and non-first-generation college students’ academic and life satisfaction. Journal of Counseling Psychology, 62(2), 253–263. doi: Academic Progress, academic satisfaction, college outcome expectations, college life efficacy, environmental supports, life satisfaction, positive affect. What are the predictors of students’ academic and life satisfaction? Lent’s model of normative well-being. N=414

Students from two 4-year universities. Quantitative, Quasi-Experimental, Multiple Measures. Results suggested the hypothesized model provided an adequate fit to the data while hypothesized relationships in the model were partially supported. Environmental supports predicted college self-efficacy, college outcome expectations, and academic satisfaction. Furthermore, college self-efficacy predicted academic progress while college outcome expectations predicted academic satisfaction. Academic satisfaction, but not academic progress predicted life satisfaction.

Adams, T. L., & McBrayer, J. S. (2020). “The lived experiences of first-generation college students of color integrating into the institutional culture of a predominantly white institution.”, College Students, Culture, Integration, Students of Color, Predominantly White Institution (PWI), Phenomenological Qualitative Research Design How do first-generation college students of color experience college at a PWI? No framework or model used No specific number of participants .

Currently enrolled first-generation college students of color Qualitative research design; phenomenological qualitative approach The findings supported the literature in that first-generation college students share a common set of challenges, such as being more likely to come from low-income families, identify as a racial minority, are less prepared academically for college, report more feelings of marginalization, and experience greater cultural difficulties and participants in this study expressed these same experiences.

Another finding is that participants value the relationships and connections they have formed at the institution, they raved about the quality of the education they were receiving, they were thankful for the opportunity to receive a higher education from a well-known institution, and they all expected to graduate from the university.

There was insinuation that the campus was segregated as a whole, but as well as among peers within their own race and ethnic group

Deng X. &, Yang Z. (2021). “Digital proficiency and psychological well-being in online learning: Experiences of first-generation college students and their peers.” proficiency; psychological well-being; college students; information and communication technology; quantitative analysis; COVID-19 (1) How does digital proficiency explain the psychological well-being of first-generation college students and their counterparts?

(2) How do individual background factors explain the psychological well-being of first-generation college students and their counterparts? No framework or model used N = 309

The participants of this study were undergraduate and graduate students at a Business College at a four-year urban, public university on the west coast of the United States.  Surveys Study findings suggest that developing and strengthening college students’ digital proficiency is especially important for promoting their psychological well-being in the time of the COVID-19 pandemic when delivery of face-to-face instruction and physical classroom interactions are diminished.

Duran et al. (2020). “A critical quantitative analysis of students’ sense of belonging: Perspectives on race, generation status, and collegiate environments.” 1. How does sense of belonging differ based on race, generation status, and the intersection of each?

2. What is the relationship between exposure to or participation in collegiate environments and sense of belonging?

3. How do collegiate environments relate to students’ sense of belonging when taking into consideration the intersection of race and college generation status? Astin’s input– environment–outcome (I-E-O) model N = 7,888

The 8 participating institutions were classified as doctoral universities with 1 of the private universities located in the Mideast, the other private university and 2 of the public universities in the Great Lakes region, 3 public universities in the Far West, and 1 public university located in New England Critical quantitative research; Survey  The study findings indicate that African American / Black collegians had significantly lower belonging

The study results also revealed the conditional effects of involvement and engagement on campus. Namely, continuing-generation African American / Black students did not experience the positive influence of cocurricular engagement on their belongingness compared to the entire sample.

Ellis et al. (2019). “Examining first-generation college student lived experiences with microaggressions and microaffirmations at a predominately white public research university.” Microaggression; Microaffirmation; First-generation college students; Lived experience; 1. How microaggressions shape the lived undergraduate experience of FGCS at a predominately White public research university

2. How communications and exchanges may empower and support the identities and experiences of undergraduate students who identify as an FGCS. Sue et al.’s microaggression framework N = 3,453

Enrolled undergraduate first-generation college students from the university Empirical Study; Qualitative Study; Quantitative Study The qualitative study revealed that FGCS experienced microaggressions and microaffirmations at a PWI, which shaped how FGCS felt connected to others on campus and dictated their decisions to engage with peers, faculty, and formal resources.

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